► Supervision during practicum and internship is crucial to the continued professional development and growth of the novice counselor. As counselor trainees are immersed in their…
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▼ Supervision during practicum and internship is crucial to the continued professional development and growth of the novice counselor. As counselor trainees are immersed in their field placement sites, they rely on their field site supervisors for guidance and continued training as aspiring counselors. It is imperative that a positive interpersonal supervisory relationship sets the foundation for successful supervision and training. Among the many personality variables that influence the interpersonal relationship and dynamics of supervision, cognitive style has been scarce in the counselor education and supervision literature. In addition to cognitive style, the supervisor's supervisory style influences the interpersonal supervisory relationship. Supervisory style includes the method from which a supervisor approaches the supervision relationship and can include an attractive (e.g. friendly, supportive, open, positive) and interpersonally sensitive (e.g. intuitive, reflective, therapeutic) style. Using a quantitative design, this research study investigated the influence of field site supervisors' supervisory styles and master's level counselor trainees' cognitive styles on perceived supervisory effectiveness. Specifically, this study attempted to describe perceived supervision effectiveness for an attractive or interpersonally sensitive supervisory style among counselor trainees who identified with a visualizer cognitive style or verbalizer cognitive style. The Supervisory Styles Inventory (SSI), the Verbalizer-Visualizer Questionnaire (VVQ), and the Supervision Questionnaire (SQ) were utilized to describe style differences among supervisors and counselor trainees and overall effectiveness of supervision. A significant finding revealed that visualizers were more satisfied with supervision when they were paired with an attractive supervisory style versus an interpersonally sensitive supervisory style. Conversely, no significant difference was found in supervisory effectiveness among verbalizers who were paired with attractive or interpersonally sensitive supervisory styles. The results illustrate that matching visualizers with attractive supervisory styles enhances effective supervision. The intention of this study was to add to the limited literature in counselor education and supervision regarding cognitive styles, supervisory styles, and effectiveness of supervision as well as to enlighten supervisors about individualities that influence the professional practice of clinical supervision.
Advisors/Committee Members: Jocelyn Gregoire, JosephMaola, Maura Krushinski.

► Counseling and helping services on college campuses have changed greatly in recent decades, yet the services provided by college counseling centers are hardly keeping pace.…
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▼ Counseling and helping services on college campuses have changed greatly in recent decades, yet the services provided by college counseling centers are hardly keeping pace. Campuses have turned to other means of addressing the increased need for helping services, including training paraprofessionals to address many counseling and crisis situations that occur on college campuses. One of the most ubiquitous groups of paraprofessional helpers are resident assistants, undergraduate students trained to work with students living on campus who present with counseling or crisis intervention needs. The concerns students bring to resident assistants are often beyond the scope of their training and experience; yet, these undergraduates are still expected to serve as the first responders on most college campuses. The literature is devoid of current, qualitative studies that examine what Figley (1995) described as the "cost of caring" (p. 10). The purpose of this study was to examine, qualitatively, the lived experience of resident assistants during their service as paraprofessional counselors and crisis interventionists. Using purposeful and extreme case sampling, nine resident assistants served as key informants for this study. Data were collected through the use of individual, semistructured interviews. The researcher conducted the introductory data analysis while the interviews were being conducted. These data were reduced, displayed, and conclusions were drawn. As subsequent interviews were conducted, the researcher continued to analyze the data until all interviews were completed. Following the data collection, the data were again analyzed through the processes of reduction and display. Through this iterative and recursive process, themes emerged and conclusions were drawn. The individual and cross-case analyses yielded eight primary themes and four secondary themes. These themes related to the risk and protective factors inherent in the position, as described by Bronfenbrenner (1979, 2005). The emergent themes also spoke to training, supervision, boundaries, and the long-term effects of being a resident assistant, specific to the peer counseling and crisis intervention roles. The researcher examined and discussed the interrelationships between the various themes. Finally, the analysis yielded potential hypotheses, and implications were discussed for both future research and practice.
Advisors/Committee Members: Lisa Lopez Levers, JosephMaola, Ronald Lunardini.

3.
Purcell, Adam Buzzinotti.
A Comparison of the Online Sexual Behavior Scores of Persons with a Sexual Addiction, in Comparison to Persons Wondering If They Have a Sexual Addiction as Measured by the Online Sexual Addiction Questionnaire (OSA-Q).

► This study will examine the online sexual behaviors of visitors to The Society for the Advancement of Sexual Health (SASH) website (www.SASH.net). The survey was…
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▼ This study will examine the online sexual behaviors of visitors to The Society for the Advancement of Sexual Health (SASH) website (www.SASH.net). The survey was available for one year via the SASH website. The data consisting of tabulated survey results was collected via the survey link on the SASH homepage, and were electronically hosted and collected by a third party data collection website (www.surveymonkey.com). Tabulated responses totaled
N= 3,603 with responses from 37 countries on five continents. The study examines whether a difference exists between the self-reported online sexual behaviors (OSB) of those who self-identified as sexual addicts, and those who self-identified as believing they may have a sexual addiction.
Advisors/Committee Members: JosephMaola, Paul M. Bernstein, James Henderson.

Purcell, A. B. (2011). A Comparison of the Online Sexual Behavior Scores of Persons with a Sexual Addiction, in Comparison to Persons Wondering If They Have a Sexual Addiction as Measured by the Online Sexual Addiction Questionnaire (OSA-Q). (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1068

Chicago Manual of Style (16th Edition):

Purcell, Adam Buzzinotti. “A Comparison of the Online Sexual Behavior Scores of Persons with a Sexual Addiction, in Comparison to Persons Wondering If They Have a Sexual Addiction as Measured by the Online Sexual Addiction Questionnaire (OSA-Q).” 2011. Doctoral Dissertation, Duquesne University. Accessed May 25, 2019.
https://dsc.duq.edu/etd/1068.

MLA Handbook (7th Edition):

Purcell, Adam Buzzinotti. “A Comparison of the Online Sexual Behavior Scores of Persons with a Sexual Addiction, in Comparison to Persons Wondering If They Have a Sexual Addiction as Measured by the Online Sexual Addiction Questionnaire (OSA-Q).” 2011. Web. 25 May 2019.

Vancouver:

Purcell AB. A Comparison of the Online Sexual Behavior Scores of Persons with a Sexual Addiction, in Comparison to Persons Wondering If They Have a Sexual Addiction as Measured by the Online Sexual Addiction Questionnaire (OSA-Q). [Internet] [Doctoral dissertation]. Duquesne University; 2011. [cited 2019 May 25].
Available from: https://dsc.duq.edu/etd/1068.

Council of Science Editors:

Purcell AB. A Comparison of the Online Sexual Behavior Scores of Persons with a Sexual Addiction, in Comparison to Persons Wondering If They Have a Sexual Addiction as Measured by the Online Sexual Addiction Questionnaire (OSA-Q). [Doctoral Dissertation]. Duquesne University; 2011. Available from: https://dsc.duq.edu/etd/1068

Duquesne University

4.
Santos, Tad P.
An Evaluation of the Perceptions of Multicultural Knowledge and Multicultural Awareness Between Graduating Counselor Education Students With Beginning Counselor Education Students Who Have Recently Completed a Course in Multicultural Issues and Strategies in Counseling.

► This was a study of student perceptions and retention of multicultural counseling awareness and knowledge. All of the graduate students of a medium sized, private…
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▼ This was a study of student perceptions and retention of multicultural counseling awareness and knowledge. All of the graduate students of a medium sized, private university in Pennsylvania, in the counselor education program (included marriage and family, school counseling, and community counseling tracks) were required to take the Multicultural Issues and Strategies in Counseling course. This study examined whether or not graduate students retain multicultural counseling knowledge and awareness from the completion of a beginning course in multicultural counseling through to graduation. This investigator hoped to contribute to the field of counselor education by examining if multicultural counseling competencies are retained or if adjustments should be considered in the counselor education program to insure that the skills and competencies are present at graduation. This study was also conducted to help determine if a measuring instrument for multicultural counseling knowledge and awareness would be a useful measurement tool in counselor education programs. The instrument used in the study is the Multicultural Counseling Knowledge and Awareness Scale (MCKAS, Ponterotto et al., 1997), a 32-item self-report inventory that measures perceived multicultural counseling knowledge and awareness.
The primary research question is: "Do graduating counseling students retain their level of perception of multicultural counseling knowledge and awareness from the completion of the Multicultural Issues and Strategies in Counseling Course through graduation. There is approximately a 2-year period between completion of the course and graduation. The investigator also examined if there was an interaction effect of gender on the retention rate. The question was whether or not there is a difference between retention levels for male and female students.
It was determined that graduating students demonstrate the same levels of knowledge and awareness of multicultural competency as students who complete the course. This study was a follow-up to a study conducted by Kitchens-Stevens (2005) that determined that students' skills in these areas improve from taking the course; this study demonstrated that they retain these skills to graduation. It was also determined that gender is not an interaction variable; men and women demonstrated no differences.
Advisors/Committee Members: JosephMaola, Maura Krushinski, Evelyn Kitchens-Stephens.

Santos, T. P. (2012). An Evaluation of the Perceptions of Multicultural Knowledge and Multicultural Awareness Between Graduating Counselor Education Students With Beginning Counselor Education Students Who Have Recently Completed a Course in Multicultural Issues and Strategies in Counseling. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1146

Chicago Manual of Style (16th Edition):

Santos, Tad P. “An Evaluation of the Perceptions of Multicultural Knowledge and Multicultural Awareness Between Graduating Counselor Education Students With Beginning Counselor Education Students Who Have Recently Completed a Course in Multicultural Issues and Strategies in Counseling.” 2012. Doctoral Dissertation, Duquesne University. Accessed May 25, 2019.
https://dsc.duq.edu/etd/1146.

MLA Handbook (7th Edition):

Santos, Tad P. “An Evaluation of the Perceptions of Multicultural Knowledge and Multicultural Awareness Between Graduating Counselor Education Students With Beginning Counselor Education Students Who Have Recently Completed a Course in Multicultural Issues and Strategies in Counseling.” 2012. Web. 25 May 2019.

Vancouver:

Santos TP. An Evaluation of the Perceptions of Multicultural Knowledge and Multicultural Awareness Between Graduating Counselor Education Students With Beginning Counselor Education Students Who Have Recently Completed a Course in Multicultural Issues and Strategies in Counseling. [Internet] [Doctoral dissertation]. Duquesne University; 2012. [cited 2019 May 25].
Available from: https://dsc.duq.edu/etd/1146.

Council of Science Editors:

Santos TP. An Evaluation of the Perceptions of Multicultural Knowledge and Multicultural Awareness Between Graduating Counselor Education Students With Beginning Counselor Education Students Who Have Recently Completed a Course in Multicultural Issues and Strategies in Counseling. [Doctoral Dissertation]. Duquesne University; 2012. Available from: https://dsc.duq.edu/etd/1146

► The purpose of this study was to measure the differences in perceptions regarding the vignette of a client suicide between master's level counseling students in…
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▼ The purpose of this study was to measure the differences in perceptions regarding the vignette of a client suicide between master's level counseling students in their first year of coursework and students getting ready to graduate. The participants (N=75) were asked to read a vignette depicting a client suicide and complete the Jones Clinician Suicide Survivor Survey – Adapted. No significant differences were found between the two groups. Based on the results of the analyses, students who are getting ready to graduate show no differences in how they perceive they would react to a client suicide than do students in their first year of coursework. There were no interaction effects with gender or experience of suicide by a family member, friend, acquaintance, or client. Participation in a counselor education training program did not appear to have affected students' perceptions of how they think they would react to a client suicide. This indicates that students getting ready to graduate have the same perceptions regarding how they would react to a client suicide and how a client suicide might affect them personally or professionally as do students just beginning the counseling program. Based on the results, this study appears consistent with findings in the literature and suggests that mental health professionals are unaware of the extent of the personal and professional reactions they may experience after having a client complete suicide and that training programs are not addressing the topic adequately. A discussion linking the current study to extant research, implications for practice, and suggestions for future research is provided.
Advisors/Committee Members: JosephMaola, William Casile, Richard Hoffman.

► This study examines the difference in the level of career development among beginning counselor education students, practicum students, and graduating counselor education students. Career development…
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▼ This study examines the difference in the level of career development among beginning counselor education students, practicum students, and graduating counselor education students. Career development was measured using the Career Development Inventory, which is available only online via the Vocopher website. Career development is a process that takes place over an individual's lifespan and each career decision makes an impact on future decisions, as well as the roles an individual will play. As an individual progress though the career stages, he or she makes career decisions and must master the tasks of each stage in order to successfully transition into the next stage. Career maturity, a concept used to define an individual's readiness for making sound career decisions, is used to gauge whether an individual has adequate information and the appropriate attitude to make decisions that allow progression into other stages of career development, and ultimately find career success. Research suggests that students who are in the exploratory stage of career development tend to have higher career development scores than those who newly enter the establishment stage of career development (McCaffrey, Miller &Winston, 1984). The career development of counselor education students appears to proceed upon a somewhat predictable path. This study revealed that when students begin a counselor education program, he or she may be in the exploratory phase of career development and at some point, just prior to or during the practicum experience, students appear to transition into the establishment phase of career development. Evidence for this career stage transition is found in the lower means scores of the beginning counselor education students as compared to the mean scores from the practicum and graduating students. Implications from the results of this study and suggestions for further research are presented.
Advisors/Committee Members: JosephMaola, Robert Furman, Richard Hoffman.

Barch, Jennifer Lynn. “Comparison of the level of career development between beginning, practicum, and graduating counselor education students.” 2011. Web. 25 May 2019.

Vancouver:

Barch JL. Comparison of the level of career development between beginning, practicum, and graduating counselor education students. [Internet] [Doctoral dissertation]. Duquesne University; 2011. [cited 2019 May 25].
Available from: https://dsc.duq.edu/etd/273.

Council of Science Editors:

Barch JL. Comparison of the level of career development between beginning, practicum, and graduating counselor education students. [Doctoral Dissertation]. Duquesne University; 2011. Available from: https://dsc.duq.edu/etd/273

Duquesne University

7.
Brownfield, Jamie.
The Reliability and Validity of the Triage Assessment Scale for Students in Learning Environments; Middle Schools.

► This study determined the reliability and validity of the Triage Assessment Scale for Students in Learning Environments (TASSLE) used in a Middle School setting. Participants…
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▼ This study determined the reliability and validity of the Triage Assessment Scale for Students in Learning Environments (TASSLE) used in a Middle School setting. Participants included faculty/staff from a local middle school, masters students enrolled in a counseling program at a local private university in Pennsylvania, and experts with experience in crisis and the use of the TASSLE form. Following the viewing of three scenarios (mild, moderate, and severe), participants rated their perception of the level of reaction to the crisis using the TASSLE form. A quantitative correlational, within and between-subjects design was used to determine the reliability and validity of the TASSLE form. Content validity was demonstrated by the agreement of the ratings of the mild, moderate, and severe levels on the TASSLE form.
Advisors/Committee Members: Rick A. Myer, Gibbs Kanyongo, JosephMaola.

▼ Secondary trauma stress, compassion fatigue, and vicarious trauma are terms rarely found in educational literature. Studies have shown the significant and lasting ramifications of these constructs within the realm of counseling and psychology. Professionals working in educational settings with high risk populations encounter multiple exposures to children experiencing traumatic events. Despite this phenomenon, teacher and counselor training programs do little to address the issue, thereby matriculating graduates who do not feel confident, well informed, and effective when dealing with trauma material on a daily basis.
This inquiry sought to examine the lived experiences and contextual understandings of early childhood special education teachers. Additionally, this study explored the effects of secondary trauma on professionals working with high risk populations, environmental protective and risk factors associated within the educational environment, the role of administrative support, and finally the impact of stress on an educator's career development.
Theoretical underpinnings of this research included Bronfenbrenner's (2002) bio-ecological model of human development, Super's (Sharf, 1995) theory of career development, and Figley's (1980) work on secondary traumatic stress and compassion fatigue. Maslach's (1980) research on burnout, in addition to the current literature on developmental psychopathology are also be discussed.
This qualitative, phenomenologically-oriented research design employed semi-structured interviews with approximately 8 early childhood special education teachers currently working in Western Pennsylvania. A focus group involving 5 of the informants commenced at the conclusion of the interviews thereby providing participants with an opportunity to further discuss the topical issues associated with this phenomenon, in addition to the preliminary research data gleaned from the semi-structured interviews.
This dissertation addresses the key research areas found in current education literature associated with trauma, teacher attrition, compassion fatigue, and administrative support.
Advisors/Committee Members: Lisa Lopez Levers, JosephMaola, Julia Williams.

DuBois, A. (2010). An Inquiry of the Lived Experiences and Contextual Understandings of Early Childhood Special Educators Related to Children's Trauma. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/504

DuBois, Alison. “An Inquiry of the Lived Experiences and Contextual Understandings of Early Childhood Special Educators Related to Children's Trauma.” 2010. Web. 25 May 2019.

Vancouver:

DuBois A. An Inquiry of the Lived Experiences and Contextual Understandings of Early Childhood Special Educators Related to Children's Trauma. [Internet] [Doctoral dissertation]. Duquesne University; 2010. [cited 2019 May 25].
Available from: https://dsc.duq.edu/etd/504.

Council of Science Editors:

DuBois A. An Inquiry of the Lived Experiences and Contextual Understandings of Early Childhood Special Educators Related to Children's Trauma. [Doctoral Dissertation]. Duquesne University; 2010. Available from: https://dsc.duq.edu/etd/504

Duquesne University

9.
Hale, Jane Virginia.
An Examination Of Reading And Mathematic Achievement Among Second Grade Students Who Have Received Instruction From Either Teachers Who Have Been Trained In Choice Theory/Reality Therapy Methods Or Teachers Who Have Not Been Trained.

► The purpose of this study was to see if second grade students who were taught by teachers trained in choice theory/reality therapy (CT/RT) methods had…
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▼ The purpose of this study was to see if second grade students who were taught by teachers trained in choice theory/reality therapy (CT/RT) methods had higher achievement scores in mathematics/reading compared to students who were taught by teachers who were not trained. The American School Counselor Association (ASCA) National Model suggests that school counselors need to active in the systemic processes of the school to provide comprehensive services to a large number of students (ASCA, 2005). According to Hatch & Bowers (2002), the primary mission of school counselors is to support and encourage academic achievement. The intent of this study was to gain information about the effectiveness of the CT/RT training program through measuring student achievement scores. Interaction effects of gender were also examined. This study was descriptive in nature and used retrospective data. The participants (N=83) consisted of second grade students who took the TerraNova, Multiple Assessments test in April 2008. An analysis of variance (ANOVA) was conducted using IBM SPSS 19 to measure the main effect of achievement in mathematics/reading and CT/RT training status of teachers. A separate ANOVA was utilized to measure the interaction effect of gender on mathematics/reading achievement and training status of teachers. No significance was found in both analyses. Based on existing research, there is a lot of support for using CT/RT methods in education to improve the social climate (Glasser, 2010), which ultimately has a positive effect on achievement (Brookover, Beady, Flood, Schweitzer, & Wisenbaker, 1977; Haynes, Emmons, & Ben-Avie, 1997). Concurrent with other research studies on teacher trainings, lack of intensity often has an effect on the implementation of new learning to the classroom (Jacob & Lefgran, 2004). The teacher training program in this study was only six hours and did not offer follow-up trainings, or a collective plan to put new knowledge into practice. The findings are discussed related to current research, limitations, and recommendations for future studies.
Advisors/Committee Members: JosephMaola, Judy Kravec, Julia Williams.

Hale, J. V. (2011). An Examination Of Reading And Mathematic Achievement Among Second Grade Students Who Have Received Instruction From Either Teachers Who Have Been Trained In Choice Theory/Reality Therapy Methods Or Teachers Who Have Not Been Trained. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/616

Chicago Manual of Style (16th Edition):

Hale, Jane Virginia. “An Examination Of Reading And Mathematic Achievement Among Second Grade Students Who Have Received Instruction From Either Teachers Who Have Been Trained In Choice Theory/Reality Therapy Methods Or Teachers Who Have Not Been Trained.” 2011. Doctoral Dissertation, Duquesne University. Accessed May 25, 2019.
https://dsc.duq.edu/etd/616.

MLA Handbook (7th Edition):

Hale, Jane Virginia. “An Examination Of Reading And Mathematic Achievement Among Second Grade Students Who Have Received Instruction From Either Teachers Who Have Been Trained In Choice Theory/Reality Therapy Methods Or Teachers Who Have Not Been Trained.” 2011. Web. 25 May 2019.

Vancouver:

Hale JV. An Examination Of Reading And Mathematic Achievement Among Second Grade Students Who Have Received Instruction From Either Teachers Who Have Been Trained In Choice Theory/Reality Therapy Methods Or Teachers Who Have Not Been Trained. [Internet] [Doctoral dissertation]. Duquesne University; 2011. [cited 2019 May 25].
Available from: https://dsc.duq.edu/etd/616.

Council of Science Editors:

Hale JV. An Examination Of Reading And Mathematic Achievement Among Second Grade Students Who Have Received Instruction From Either Teachers Who Have Been Trained In Choice Theory/Reality Therapy Methods Or Teachers Who Have Not Been Trained. [Doctoral Dissertation]. Duquesne University; 2011. Available from: https://dsc.duq.edu/etd/616

Duquesne University

10.
Kovalesky, Richard.
An Examination of State and Trait Anxiety Levels among College Students Based on the Students' Alcohol Usage.

► This study examines anxiety and level of alcohol consumption among college freshman and sophomore student's to determine if state and trait anxiety are significant factors…
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▼ This study examines anxiety and level of alcohol consumption among college freshman and sophomore student's to determine if state and trait anxiety are significant factors in high risk alcohol consumption or binge drinking. The State Trait Personality Inventory (STPI) and the Alcohol Use Disorders Identification Test (AUDIT) were administered to gather data on anxiety and alcohol consumption level. The investigation seeks to identify specific personality factors in college students' that impact high risk alcohol consumption and binge drinking in the undergraduate population. Specifically, state and trait anxiety are examined to determine their effect upon college freshmen and sophomores drinking practices. The study provides an understanding of the effect of anxiety on college students. This information is evaluated so that student affairs department's and counseling centers can work together to identify factors behind high risk alcohol consumption and develop programming to address wellness and the prevention of excessive alcohol usage in the undergraduate population. This study examines the literature regarding the changing mental-health needs of the 21st-century student and also investigates the drinking practices of first and second year students to further understand the factors behind excessive alcohol usage and binge drinking.
Advisors/Committee Members: JosephMaola, Francesca Kendris, James Henderson.

Kovalesky, R. (2010). An Examination of State and Trait Anxiety Levels among College Students Based on the Students' Alcohol Usage. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/774

Chicago Manual of Style (16th Edition):

Kovalesky, Richard. “An Examination of State and Trait Anxiety Levels among College Students Based on the Students' Alcohol Usage.” 2010. Doctoral Dissertation, Duquesne University. Accessed May 25, 2019.
https://dsc.duq.edu/etd/774.

MLA Handbook (7th Edition):

Kovalesky, Richard. “An Examination of State and Trait Anxiety Levels among College Students Based on the Students' Alcohol Usage.” 2010. Web. 25 May 2019.

Vancouver:

Kovalesky R. An Examination of State and Trait Anxiety Levels among College Students Based on the Students' Alcohol Usage. [Internet] [Doctoral dissertation]. Duquesne University; 2010. [cited 2019 May 25].
Available from: https://dsc.duq.edu/etd/774.

Council of Science Editors:

Kovalesky R. An Examination of State and Trait Anxiety Levels among College Students Based on the Students' Alcohol Usage. [Doctoral Dissertation]. Duquesne University; 2010. Available from: https://dsc.duq.edu/etd/774